APA format 1 page 3 References (peer review) and for Nursing MSN class

Building a Health History

            As a nurse practitioner, it is important to understand that many considerations have been considered when assessing patients as no two individuals are the same. Therefore, consideration should be given to the differences in the patient. These differences are not limited to race, culture, age, gender, and socio-economic background. Per Donnelly & Martin (2016) in obtaining a proper assessment of a patient leads to proper treatment of the patient.

Considering Each Case History

            In building a health history, consideration should be like each of the demographic population. Different interviewing and assessment techniques that will allow them to be comfortable and willing to share the necessary information that will build their health history.  For instance, when assessing a seventy-six-year-old black male with disabilities living in an urban setting, these factors should be noted, age, demographic, cognitive awareness, and lifestyle, the same can be said for all the other case history. The seventy-six-year-old male will require the nurse practitioner to be focused on then when speaking. They should speak slowly and with clarity, and properly pronouncing words, as the patient may have a problem processing conversation quickly. According to Ball, Dains, Flynn, Solomon & Stewart (2015), the adolescent boy may need time to open, so the interview and assessment process should not be rushed. The fifty-five-year-old Asian female living in a high-density poverty complex will need to be addressed with respect. The nurse practitioner should understand that the pre-school age white female living in a rural community may need communication through play to alleviate their fears.  The sixteen-year-old teenager living in an inner-city neighborhood will need reassurance and non-judgmental evaluation.  Understanding age, gender, ethnicity, and environment will allow the practitioner to know how to approach each patient case.

Risk assessment Instruments

            There are many risk assessment instruments that can be used for screening. These are important in building the foundational health history as it can show the progression of patient development as well as decline.  In the evaluation of the patient who is seventy-six-year-old male is, a fall risk assessment would be appropriate, questions regarding last fall if any, and type of medications. An STD screening would be appropriate for the adolescent Hispanic/ Latino boy asking a question regarding sexual activity and how many sexual partners. A TB and pneumonia screening should be done for the Asian female asking question relating to exposure and symptoms. For the pre-school age white female would benefit from a developmental screening, parents involvement is usually necessary as answers to the question relating to achievement of the milestone is gained through them; and, the pregnant sixteen-year-old could do a prenatal and nutrition screening, questions relating to nutrition, supplements, feelings regarding pregnancy.

Pregnant at Sixteen in the Inner-city

            According to According to Ball, Dains, Flynn, Solomon & Stewart (2015), using effective tools is helpful in gaining the most information necessary information to build not only a positive relationship; but, also necessary heal history. One of the screening that could be used for the 16-year-old white pregnant teenager living in an inner-city neighborhood would be HEEADSSS (home environment, education, eating, activities, drugs, sexuality, suicide/depression, safety from injury and violence). This instrument is appropriate for this patient for many reasons, given that at this age and stage of development and background patient may be having an identity crisis, unsure about her pregnancy, and uncertain home environment as well as any or all the other issues in the screen tool. The risk assessment instrument could include an HIV risk assessment as at this teenager was likely engaging in an unprotected sexual activity. As there may be limited knowledge about the potential father, doing an HIV risk assessment can help to protect the fetus from possible infection. Proper screening is important as highlighted by Duberstein and Jerant (2014) journal article regarding suicide prevention; whereby the lack of proper screening as let to a steady incline of suicide rates.

Five Targeted Questions

1. What are your expectations regarding your visit today?
2. Was the sex consensual?
3. When was your menstrual period?
4. How do you feel about your pregnancy?
5. Who you parents and or partner able to provide support?

            Asking targeted question will allow the provider the capability to expand the interaction, promoting follow-up questions and gaining more information.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Donnelly, M., & Martin, D. (2016). History taking and physical assessment in holistic palliative care. British Journal of Nursing, 25(22), 1250.

Duberstein, P., & Jerant, A. (2014). Suicide Prevention in Primary Care: Optimistic Humanism Imagined and Engineered. JGIM: Journal of General Internal Medicine, 29(6), 827. doi:10.1007/s11606-014-2839-4

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:

1. Click “OK” to receive your questionnaire scores.

2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.

3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).

4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

1. Provide a summary of your learning style according the VARK questionnaire.

2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.

4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

Cite to five peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria. Abstract/purpose and conclusion is required. 

The following job is another student post to wish i have to react. Please add some other information about the topic. do not repeat the same as the student already did. remember APA. and less than 20 % of similarity.  

A patient is admitted with renal calculi.

1. What symptoms will the patient manifest if he is experiencing renal colic?

• A patient experiencing renal colic will mainly have pain. The type of pain felt with renal colic is “colicky” as the stone blocks the outflow and stretches the ureter. This pain is reflected in the flank of the side being affected (Grossman & Porth, 2014). This pain may also radiate to the lower abdomen/bladder region and nausea and vomiting may also accompany renal colic.

1. How will the nurse best manage the renal colic?

• The best way to manage renal colic is to first alleviate the pain and any other accompanying symptom as this can cause extreme anxiety in the patient. Antibiotic treatment may also be implemented. Once pain is relieved and the stone has passed, all efforts should be made to ensure it does not happen again. Also ensuring an adequate fluid intake can help prevent the recurrence (Grossman & Porth, 2014).

1. The nurse is straining the urine for presence of stones that the patient may have passed. What is the importance of this nursing action?

•  It is of extreme importance to strain the urine to identify the chemical components of the stone. This dictates the course to follow, what dietary changes need to be made, what medication needs to be prescribed, long-term measures to avoid new stone formation, and it helps also to identify any underlying cause (Grossman & Porth, 2014).

Reference

Grossman, S. C., & Porth, C. (2014). Porth’s pathophysiology: concepts of altered health states. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

 I need to respond to this peer’s discussion post

 The peer response has to be from a peer-reviewed NURSING journal less than 5 y/o. 

New technologies have significantly changed the way nurses practice, conduct research, manage and administrate, and advance their education (Blais & Hayes, 2016). In today’s health environment technology and education are the most essential parts in innovate nursing practice within the healthcare system. Nursing Informatics has become the cornerstone in nursing, in which it has influences the day-to-day operations in the practice of nursing in several areas such as data recovery, patient care, electronic patient records and imaging informatics. The competency of nursing informatics can simply be determined through computer skills, informatics knowledge and informatics skills. Informatics has the potential to assist in identifying the key competency of a beginning nurse, experienced nurse, informatics specialist, and informatics innovator.  According to Blais and Hayes (2016) informatics nurses are challenged to continue to research and apply the appropriate codes and laws to protect patients and to use information tools to improve the quality of patient care. 

However, the success of students’ learning and their perception of a ‘good’ placement however are influenced by a number of factors extending beyond the current standards of competency (Barry & Martin, 2018). Ultimately, it’s the resposibitly of the nurse educator to ensure that student’s are begin properly assess for competency and supporting the students technical and clinical learning abilities. Nursing education made the transition from hospital-based training to the tertiary sector over 20 years ago (Algoso, 2015). However, grave concerns about the quality and quantity of undergraduate nurses‘ clinical experiences prior to graduation remains (Algoso, 2015). According to Lyons, Brunero and Lamont (2015) nursing today involves critical thinking, reflection and problem solving; partnering with patients to promote shared decision- making. Moreover, evidence base suggest that nursing practice changes patient care improvements relying on multifaceted, innovation and patient centered focus. Education has revolutionized nursing by improving the future of nursing through communication and forming partnerships between education, regulation, as well as in nursing practice in order to prevent any and all adverse outcome in the healthcare industry. 

Reference

Algoso, M. (2015, August). Undergraduate Assistant in Nursing (AIN) employment in aged care: does this 

prepare new graduates for the clinical work environment? Australian Nursing & Midwifery Journal, 23(2), 35. Retrieved from http://edb.pbclibrary.org:2084/apps/doc/A426902407/ITOF?u=d0_mlpbcls&sid=ITOF&xid=021292ae

Barry, S., & Martin, C. (2018, June). FACTORS IMPACTING ON THE SUCCESS OF CLINICAL

LEARNING–A STUDENT AND NURSE EDUCATOR PERSPECTIVE: Clinical placement provides an opportunity for student nurses to consolidate their clinical skills and apply their theoretical knowledge into practice (Siggins Miller Consultants 2012). Australian Nursing & Midwifery Journal, 25(11), 42. Retrieved from http://edb.pbclibrary.org:2084/apps/doc/A545479292/ITOF?u=d0_mlpbcls&sid=ITOF&xid=a63d1d0a

Blais K. K., & Hayes, J. (2016). Professional Nursing Practice; Concepts and Perspective (7thed).  Upper 

Saddle River, NJ: Pearson.

Lyons, S., Brunero, S., & Lamont, S. (2015, April). A return to nursing rounds–person centered or a task too far?

Australian Nursing & Midwifery Journal, 22(9), 30+. Retrieved from http://edb.pbclibrary.org:2084/apps/doc/A410141003/ITOF?u=d0_mlpbcls&sid=ITOF&xid=57c6244c