REPLY COMMENT TO POST 1 AND 2 – 2025 Respond to at least two of your colleagues in one or more of the following ways Share an insight

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REPLY COMMENT TO POST 1 AND 2 – 2025

Respond to at least two of your colleagues in one or more of the following ways:

  • Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
  • Validate an idea with your own experience and additional research.
  • Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
  • Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

POST 1

According to Cleary and Hunt, (2011), recent studies have shown the majority of nursing doctoral candidates are female, clinically experienced, and in their 40s or 50s at the time of starting their PhD. Based on that criteria, this writer fits exactly into that criteria. It is noted that other disciplines tend to start doctoral training much earlier (Cleary & Hunt, 2011).  As a practicing nurse of 30 years, most of it as an Associate Degree nurse the recognition of the PhD nurse was seen as a profession in a nursing league of their own. According to Michael and Clochesy, (2016), the PhD in nursing was predominant throughout the 20th century with members of the academic nursing community recognizing the need for the development of knowledge to inform practice and to promote the credibility of the profession.  Nursing theorists such as Jean Watson and Patricia Benner were game changers in the industry of theoretical nursing. The ability in achieving higher levels of education and in conducting research are hallmarks of professionalism (Houser, 2018).

This writer has a passion for teaching students and wants to be the best instructor she can be. She chose to go down the path of the PhD in Nursing education to increase skills and knowledge to improve what is delivered to students every day. The PhD is being pursued to separate myself from the growing amount of DNP faculty that she works with daily.  Being an alumni with Walden University for the MSN, it was an easy choice to pick Walden University for the terminal degree. Michael and Clochesy, (2016), states the PhD and DNP represent complementary and alternative approaches to the highest level of educational preparation in nursing. PhD programs prepare nurse scientists to conduct original research and to generate knowledge that may be broadly applicable or generalizable using advanced research designs and statistical evaluative methods. Conversely, DNP programs prepare students for advanced specialty practice at a high level of complexity with a concurrent focus on the development of knowledge and skills required for translation of evidence to improve health outcomes and health care delivery (Michael & Clochesy, 2016). 

Michael and Clochesy, (2016), also states two of the main reasons for not completing a doctoral program are financial and family stresses. Strategic plans must include financial considerations (e.g., research costs), support systems and a systemic approach to the dissertation to balance the demands successfully and complete a doctoral degree. Support from family and significant others, faculty, or fellow students is likely to result in greater positive feelings and outcomes (Michael & Clochesy, 2016). This student was fortunate enough to be able to personally finance the PhD program without creating student loans or an overwhelming financial burden on the family. She has a strong support network of family members including her husband and daughter. This writer plans to elevate her workplace position from a team leader of a fundamentals course to an associate degree program coordinator, associate degree of nursing director or dean of health sciences with the completion of her PhD in Nursing Education. 

References

Cleary, M., & Hunt, G. E. (2011). Demystifying PhDs: A review of doctorate programs designed to fulfil the needs of the next generation of nursing professionals. Contemporary Nurse: A Journal for the Australian Nursing Profession, 39(2), 273-80. Retrieved from https://ezp.waldenulibrary.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fdocview%2F1022984001%3Faccountid%3D14872

Houser, J. (2018). Nursing research; Reading, using, and creating evidence (4th ed.). Jones & Bartlett Learning

Michael, M. J., & Clochesy, J. M. (2016). From scientific discovery to health outcomes: A synergistic model of doctoral nursing education. Nurse Education Today, 40, 84–86. https://doi.org/10.1016/j.nedt.2016.02.011

POST 2

What does it Mean to be a Nurse with a Practice or Research Doctorate

Over the past decade, the doctoral prepared nurse role continues to evolve as healthcare organizations continue to seek qualified nurses who are geared and prepared in providing evidence-based patient-centered care. The doctorate role in nursing practice is emerging in numerous practices setting, especially hospitals, outpatient settings, and academic institutions, using guidelines to evaluate and enact new standards of care in education and practice to enhance best patient outcomes (Beeber et al., 2019).

What are the Expectations Associated with this Degree

Being a Doctor of Nurse Practice (DNP) means individuals are prepared to apply research in promoting evidence-based practice while advocating for patients. The DNP-prepared nurse provides leadership with the highest clinical expertise, which evaluates provider practices, clinical education design, and implementation translating research into practice (Greco, 2019). The Ph.D. nurse and DNP nurse work together in collaboration with the Ph.D. nurse focusing on research methodologies and ways to implement research (Hartjes et al., 2019). In other words, the Ph.D. nurse is a nurse scientist. The Ph.D. nurse research methodologies, develop theory, generalizes and replicate findings from an analysis of results to enhance quality improvement projects, and implement regulatory compliance (Hartjes et al., 2019).

How Might this be Different for a Nurse who Holds a Different Degree

The nurse who are considering a doctoral degree may choose from various education-focused degrees, such as the Doctor of Education (EdD), or a research-focused degree, such as a Ph.D. Others chose the Doctor of Nursing Practice (DNP). The doctoral options increase the skillset and knowledge with the ability to create policy reforms applying research into evidence-based practice. Historically, the Ph.D. degree is research-intensive and prepares the nurse for a career in academia or conducting independent research (Malloch, 2017).

How Considerations Relate to my Motivation to Pursue a Doctoral Degree now

The decision that influence my career choice in obtaining a DNP is my fellow peers. I have several colleagues who are doctorate-prepared nurses. During my clinical rotation during my MSN program, I was enormously impressed by these DNP prepared nurses. These DNP nurses were able to translate current practice guidelines and evidence-based practice into the way they care for patients, which, in my opinion, were beneficial for optimal patient care. I knew I wanted to also implement quality improvement methodologies in my practice, along with translating research into practice. The DNP degree will prepare me to become a clinical expert and a leader in health care with innovation, which will help to influence policy and practice changes at the highest organizational level (Udlis, & Mancuso, 2015).

References

Beeber, A. S., Palmer, C., Waldrop, J., Lynn, M. R., & Jones, C. B. (2019). The role of Doctor of Nursing Practice-prepared nurses in practice settings. Nursing Outlook, 67, 354-364. https://doi.org/10.1016/j.outlook.2019.02.006

Greco, M. (2019). The lived experience of Doctor of Nursing practice in pursuit of a Doctor of Philosophy degree in nursing. International Journal of Nursing Education, 11(4), 195-199. https://doi.org/10.5958/0974-9357.2019.00118.1

Hartjes, T. M., Lester, D. D, Arasi-Ruddock, L. D, McFadden, B. S.., Munro, S. P, Cowan, L. P, & Goolsby, M. J. (2019). Answering the question: Is the Doctor of Philosophy or Doctor of Nursing Practice right for me? Journal of the American Association of Nurse Practitioners, 31, 439-442. https://doi.org/10.1097/JXX.000000 0000000273

Malloch, K. (2017). Leading DNP professionals. Nursing Administration Quarterly, 41(1), 29-38. https://doi.org/10.1097/NAQ.0000000000000200

Udlis, K. A., & Mancuso, J. M. (2015). Perceptions of the role of the Doctor of Nursing Practice-prepared nurse: Clarity or confusion. Journal of Professional Nursing, 31, 274-283. https://doi.org/10.1016/j.profnurs.2015.01.004

EXAMPLE OF HOW REPLY FOR POST 1 AND POST 2 LOOKS LIKE.

The doctoral education is on a slow but gradual rise between the doctor of philosophy and doctor of nursing practice (Hartjes et al., 2019). The Ph.D. programs prepare nurse scientists intending to generate new knowledge to advance nursing science. The DNP programs prepare nurses to lead interprofessional teams to improve health care quality and systems (Ketefian & Redman, 2015). It is very interesting that most nurses and clinicians seek advancement with a doctoral degree into their 40s and 50s. Can you imagine what the research and practice ladder would be like if there were more doctoral prepared nurses before age 40. Educating the future is essential. You are quite fortunate to be able to go back to school where finances or not an issue. Having family support is critical in one’s success as the demands of the programs can be overwhelming. On a positive note, being a doctorally prepared nurse will provide new and compelling future opportunities.

References

Hartjes, T. M., Lester, D. D, Arasi-Ruddock, L. D, McFadden, B. S.., Munro, S. P, Cowan, L. P, & Goolsby, M. J. (2019). Answering the question: Is the Doctor of Philosophy or Doctor of Nursing Practice right for me? Journal of the American Association of Nurse Practitioners, 31, 439-442. https://doi.org/10.1097/JXX.000000 0000000273

Ketefian, S., & Redman, R. W. (2015). A critical examination of developments in nursing doctoral education in the United States. Revista Latino-Americana de Enfermagem (RLAE), 23, 363-371. https://doi.org/10.1590/0104-1169.0797.2566

Answer A Questions – 2025 What hurdles or limitations must partners overcome before they can ultimately deduct partnership losses on their

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Answer A Questions – 2025

  • What hurdles (or limitations) must partners overcome before they can ultimately deduct partnership losses on their tax returns?
  • How do partners determine whether they are passive participants in partnerships when applying the passive loss limitation rules

Note: Please post what you view as the appropriate responses to the above prompts. Your initial post should be 250-300 words. Please provide response with a clear, well-formulated thesis; sentence structure, grammar, punctuation, and spelling count. Support ALL posts with appropriate rationale and citations from readings; document sources using APA format.

6 NURSING CARE PLAN – 2025 nursing diagnosis 1 Decreased Cardiac Output related to Altered myocardial contractility 2 Risk for Impaired Skin Integrity related to

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6 NURSING CARE PLAN – 2025

 nursing diagnosis

1. Decreased Cardiac Output  related to Altered myocardial contractility 

2. Risk for Impaired Skin Integrity related to immobility

3. Activity Intolerance related to immobility

 4. Risk for Infection related to Inadequate primary defenses: broken skin, traumatized tissues; environmental exposure

5.  Risk for Impaired Gas Exchange related to Alveolar/capillary membrane changes: interstitial, pulmonary edema, congestion

6.  Excess Fluid Volume related to  increased antidiuretic hormone (ADH) production, and sodium/water retention. 

2 Case Studies For Nurse Practitioner Program ( SEC) – 2025 2 Case Studies for Nurse Practitioner Program First PLEASE complete accurately 2 case

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2 Case Studies For Nurse Practitioner Program ( SEC) – 2025

2 Case Studies for Nurse Practitioner Program (First)

PLEASE complete accurately 2 case studies. Below I have attached the Template, Rubric/Guidelines, an Example Case Study, AND ALSO A template to Plug in the information/rearrange or take out information as needed for the case study. No plagiarism, provided proof of TurnItIn document. No references order than 5 years. 

 
Diagnosis to use

1st Case Study > ACUTE PHARYNGITIS

Differential Diagnosis= Strep Throat & Tonsillitis or Upper Respiratory Infection/Common Cold

2nd Case Study > CONJUNCTIVITIS 

Differential Diagnosis = Bacterial Conjunctivitis & Uveitis. 

Discussion – 2025 Can t I just eat healthy and lose weight Can t I just exercise for 150 minutes a

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Discussion – 2025

 

Can’t I just eat healthy and lose weight?  Can’t I just exercise for 150 minutes a week and lose weight?  Is there a connection between the 2?  Read the article below and comment on the following:

1) What is metabolic syndrome?

2) Which intervention worked best, and what are the proposed guidelines for the populations mentioned?

Advanced Pharmacology Response To A Discussion Post – 2025 CL As an advanced practice nurse assisting physicians in the diagnosis and treatment of

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Advanced Pharmacology Response To A Discussion Post – 2025

 

CL.

 

As an advanced practice nurse assisting physicians in the diagnosis and treatment of disorders, it is important to not only understand the impact of disorders on the body, but also the impact of drug treatments on the body. The relationships between drugs and the body can be described by pharmacokinetics and pharmacodynamics.

Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas pharmacodynamics describes what the drug does to the body.

Photo Credit: Getty Images/Ingram Publishing

When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease.

For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug.

To Prepare
  • Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.
  • Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug.
  • Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.
  • Think about a personalized plan of care based on these influencing factors and patient history in your case study.
By Day 3 of Week 1

Post a description of the patient case from your experiences, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples
  Pharmacology is the study of the interactions between drugs and the body. The two broad divisions of pharmacokinetics refers to the movement of drugs through the body, whereas pharmacodynamics refers to the body’s biological response to drugs. Pharmacokinetics describes the drug’s exposure by characterizing absorption, distribution, bioavailability, metabolism, and excretion as a function of time, while pharmacodynamics describes drug response in terms of biochemical or molecular interactions (Arcangelo et al., 2017). The focus of this discussion will be in the process of warfarin in term of pharmacokinetics and pharmacodynamics of it in the body.   Ms. J.J. ‘s Health issue:   I was in charge of Ms. J. care couple years ago, a 85 year old African American women who was diagnosed with dementia cerebral infarction due to unspecified occlusion of cerebral artery, arthropathy, major depressive disorder, atrial fibrillation with a history of long-term use of anticoagulants, contracture of muscle, constipation, hypertension and GERD. She is currently on coumadin for the atrial fibrillation and the blood levels are monitoring every week in order to control the drugs therapeutic levels and avoid any adverse reactions.  Pharmacodynamics versus pharmacokinetics of this anticoagulant:  Many statistics from the stroke prevention in atrial fibrillation (SPAF) trial suggest that safety of anticoagulant in the elderly can be maximized through a careful monitoring and maintenance of the INR which is between 2 and 3. Ms. J’s therapeutic window for warfarin 2 to 3 which is the normal range for coumadin therapeutic level. Her weekly dosage is adjusted to her current blood levels. Bleeding is the most related complication of anticoagulant. Amy INR that increasing to 3.4 or 4.0 from Ms. J will result in nose bleeding, decreasing the coumadin or stop it for one or two days will be the only option (Horton & Bushwick, 1999).     Factors influencing Ms. J’s drugs therapy:   Multiple factors may affect the absorption of her medication. For example, the presence or the absence of flood in the stomach, blood flow to the area for absorption, and the dosage form of the drug. In Ms. J’s case, the most critical factor. Influencing her absorption of coumadin is gastric motility due to the history of constipation that she has, while a routine laxative dose and stools softens are administered daily for bowel movement.  Patient-centered care plan for management of constipation:   A non-pharmacologic care plan management can be introduced for the constipation in order to reduce the frequency and the quantity of laxative and stool. Softens doses that Ms. J is getting and ultimately gain a net decrease in gastrointestinal absorption of coumadin. Increasing a dietary fiber in her menu, encourage fluid and prune juice can have a significant impact on her bowel movement (Portalatin & Winstead, 2012).     Portalatin, M., Winstead, N. (2012). Medical Management of Constipation. Clinic in Colon and   Rectal Surgery. Doi: 10.1055/s-0032-1301754. Retrieved from   https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3348737/  Horton, J. D., Bushwick, B. M. (1999). Warfarin Therapy: Evolving Strategies in Anticoagulation American Family Physician. 59(3):635-646. Retrieved from   https://www.aafp.org/afp/1999/0201/p635.html     Arcangelo, V. P., Peterson, A. M., Wilburg, V., Reinhold, J. A. (2017). Pharmacotherapeutics for Advanced Practice: A Practical Approach. (4th Ed.). Wolters Kluwer Lippincott Williams &
 

Interprofessional Collaboration – 2025 Interprofessional Collaboration What are some qualities of successful collaboration Are all leaders effective communicators Elaborate on the importance

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Interprofessional Collaboration – 2025

  

Interprofessional Collaboration

  1.  What are some qualities of successful collaboration? 
  2. Are all leaders’ effective communicators?
  3.  Elaborate on the importance of interprofessional collaboration.
  4. Identify strategies to promote interprofessional collaboration in translation science and to prevent medical errors.

  

Instructions:

Use an APA style and a minimum of 200 words. Provide support from a minimum of at least three (3) scholarly sources. The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old (published within the last 5 years), and 4) an in-text citation. citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards apply. 

• Textbooks are not considered scholarly sources. 

• Wikipedia, Wikis, .com website or blogs should not be used.

Module 4 Quiz – 2025 Please go to the following web address https adfs rasmussen edu adfs ls wa wsignin1 0 wtrealm urn 3aextranet 3aportal wctx https 3a 2f 2fportal rasmussen edu 2f layouts 2f15 2fAuthenticate aspx 3fSource 3d 252F wreply https 3a 2f 2fportal rasmussen edu 2f trust 2fdefault aspx Please sign in with

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Module 4 Quiz – 2025

 

Please go to the following web address:

https://adfs.rasmussen.edu/adfs/ls?wa=wsignin1.0&wtrealm=urn%3aextranet%3aportal&wctx=https%3a%2f%2fportal.rasmussen.edu%2f_layouts%2f15%2fAuthenticate.aspx%3fSource%3d%252F&wreply=https%3a%2f%2fportal.rasmussen.edu%2f_trust%2fdefault.aspx  Please sign in with the following information:

Username: mikayla.schumacher@smail.rasmussen.edu

Password: Addie!0823

Click on Courses on the left side, and then click on Technology Today for Medical Administration, click on Module 4, then assignments. Scroll down to Module 04 Quiz. Complete that quiz.

Urgent, Urg – 2025 1 When is a patient appropriate for Hospice Care 2 What is the role

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Urgent, Urg – 2025

  

1. When is a patient appropriate for Hospice Care

2. What is the role of the DNR form?

3. What collaborative problems exist between nurses (healthcare team) and families when they are present during the client’s dying process?

4. Describe patient advocacy for a patient at the end of their life. What issues might you address on behalf of your client who may be dying?

5. What therapeutic communications might be appropriate for the nurse to demonstrate in delivering care to a patient and his/her family at the end of life?

Response To A Discussion Post . Advanced Pharmacology – 2025 OM Learning Resources Ball J W Dains J E Flynn J A Solomon B

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Response To A Discussion Post . Advanced Pharmacology – 2025

OM

 Learning Resources

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 

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. 

Lushniak, B. D. (2015). Surgeon general’s perspectives: Family health history: Using the past to improve future health. Public Health Reports, (1), 3. 

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://doi-org.ezp.waldenulibrary.org/10.1186/s12889-015-2477-8 

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: Sh

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.

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.

Response

  • 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.

 Respond to this post. At least 2 citations. APA format. 7th edition

Building a Health History

My assigned patient for this week’s discussion is a 14-year old biracial male living with his grandmother in a high-density public housing complex.  As clinicians, it is very important to gather as much pertinent information as you possible can. This will help with building health history and identify potential issues or concerns. Building health history and gathering pertinent information also give clinicians the opportunity to customize care to a patient’s individual needs. This will also help with forming diagnosis and implementing plan of care.

Interview and Communication Techniques

When conducting an interview with an adolescent, it is imperative that you develop a rapport with the patient, parents, or guardian. Developing a rapport will make the adolescent comfortable and easier to communicate with. I would provide privacy so that the patient and I are away from his family. This will allow the patient to share information with me that he may not disclose if his family was present. I would first find out about his interests, hobbies, and other things he enjoys doing. I would inform him that the environment is a safe space, and he should express himself as he sees fit. I would then begin my head to toe assessment, informing the patient of what I am doing while doing it. While doing my head to toe assessment, I would allow the teen to talk about any concerns he may currently have. I would also use the opportunity to enquire about school, nutrition, health, activities with friends and his homelife. After completing my assessment, I would invite his guardian to rejoin us and give her the opportunity to express any concerns or issues she may have. I would advocate for my patient as I see fit and I would educate all parties involved on any abnormal findings and the best plan of care. When communicating, I would use simple words that are easily understood, to prevent any miscommunication or misunderstanding.   

Risk Assessment Instrument

I chose the HEADSS interview tool for my adolescent patient. This is a screening tool that is used to facilitate communication and to create a sympathetic, confidential, and respectful environment where youths may be able to attain adequate healthcare (BC Children’s Hospital, n.d.).

Home: Who lives with the adolescent? Does he have roommates? What are the relationships like with the other persons living in his household?

Education and Employment: Which school is he attending? How are his grades? What is his favorite subject? Does he like going to school? How is his relationship with his teachers and classmates? What are his future goals?

Activities: Sports activities, hobbies, favorite music/movies, and exercise regimen.

Drugs: Any tobacco use, illicit drug, or alcohol use?

Sexuality: Sexual orientation, any physical or sexual abuse, ask if patient is sexually active, knowledge of STD, and use of condoms.

Suicide/Depression: Enquire about suicidal or homicidal ideation (past or present), mood swings, emotional outburst, and feelings of depression.

Substance abuse is an identified risk factor among adolescents. According to the World Health Organization (2018), harmful drinking among adolescents is a major concern because it is an underlying cause of injuries, violence and premature deaths.

Five Targeted Questions

My five target questions are:

• Have you ever had any thoughts of harming yourself or anybody else?

• Are you sexually active and if so, are you using condoms?

• Have you ever used alcohol, or illicit drugs?

• Do you feel comfortable at home or at school?

• Tell me about how you feel at home. Are you comfortable, do you think you are being treated

   fairly?

References

BC Children’s Hospital (n.d.). H.E.A.D.S.S.- A Psychosocial Interview for Adolescents.

 http://www.bcchildrens.ca/youth-health-clinic-

site/documents/headss20assessment20guide1.pdf 

World Health Organization (2018). Adolescents: health risks and solutions.

 https://www.who.int/news-room/fact-sheets/detail/adolescents-health-risks-and-

solutions#:~:text=prevent%20these%20deaths.-

,Mental%20health,of%20developing%20mental%20health%20problems.

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