NU 451 Unit 2 Health History

NU 451 Unit 2 Health History

Initial Discussion Question

Consider performing a health history on someone that may not be able to provide you with answers, such as an infant, child, an elderly person, a developmentally disabled individual, or patients who speak a language you do not know.

What strategies would you employ to obtain a complete health history?
Provide a rationale for why you think these strategies would be effective.

Establishing a strong patient relationship through effective communication and cultural proficiency is crucial for fostering a positive rapport. This connection cultivates a sense of confidentiality that, in turn, amplifies patient receptiveness (Ball et al., 2019). Healthcare practitioners are tasked with forging an environment imbued with transparency, trust, and clearly defined boundaries right from the initial encounter. Crafting a tailored health history necessitates precise communication and interview methodologies that are tailored to an individual’s social determinants. This approach ensures the delivery of optimal care while mitigating disparities. To administer culturally competent care, it’s imperative to possess an understanding of diverse cultures. Consider, for instance, my designated demographic: a 50-year-old male graduate student identifying with Lesbian, Bisexual, Transgender, Queer or Questioning, Intersex, and Asexual (LBTQIA) orientations, employed at the college bookstore. Delivering care to this distinctive cohort demands comprehensive knowledge and empathy, alongside conscientious efforts to prevent subconscious and perceptual biases (Bass & Nagy, 2022). Acknowledging the potentially tumultuous history of the LBTQIA community underscores the significance of healthcare professionals immersing themselves in its cultural intricacies. Such immersion ensures the provision of empathetic, all-encompassing, ethically unbiased, and high-caliber care (Bass & Nagy, 2022).

Healthcare professionals need to have a comprehensive grasp of the historical context, distinctive health considerations, and potential vulnerabilities specific to the LBTQIA community. They should also cultivate effective communication skills that mitigate bias and facilitate empathetic care (Bass & Nagy, 2022). Numerous societal factors impact the well-being of LGBTQIA individuals. The patient’s social determinants of health will shape the nature of the inquiries made. Primarily, it is crucial to inquire about the patient’s sexual orientation and gender identity, using their preferred terms (Ball et al., 2019). Furthermore, practitioners should engage in introspection to avoid inappropriate language during interviews, setting aside personal religious and negative biases, and refraining from discriminatory assumptions. Employing gender-neutral and nonjudgmental queries can foster trust and rapport.

A 50-year-old male who identifies as LBTQIA could benefit from the application of a risk assessment instrument that considers his sexual orientation, medical background, and gender identity. When evaluating such a patient, nurse practitioners should factor in the individual’s sexual activities and the associated risk levels (Aisner, Zappas, & Marks, 2020). The Patient Health Questionnaire-9, a recognized tool, should be employed to screen for substance use and to effectively gauge the patient’s safety level and extent of risky conduct. Additionally, PrEP stands as a risk mitigation measure capable of diminishing the chances of HIV infection within this demographic. Another valuable resource for nurse practitioners is the HIRI-MSM tool, which can aid in determining HIV risk for individuals within the LBTQIA community (Aisner, Zappas, & Marks, 2020).

Tailored inquiries designed for a particular demographic play a crucial role in delivering patient-centric healthcare to individuals. The way these questions are posed influences the patient’s responses. Consequently, it is advisable to employ open-ended and targeted questions. A selection of such questions includes:

Could you share information about your sexual activity, and if applicable, the nature of it?

What is your current state of health?
Do you have any specific health concerns?
Could you provide some insight into your social history?
Can you elaborate on your medical history?

Enhanced patient outcomes are attainable through culturally adept care extended to the LBTQIA community. This objective hinges upon healthcare providers familiarizing themselves with relevant terminology, and healthcare vulnerabilities, and maintaining a robust knowledge base concerning the treatment of these patients.

Unit 2 Case Studies

Instructions

Identify a friend, peer, or family member you can interview to collect subjective data, as though they were a new patient in your office.

Conduct an interview.

Document the subjective findings in a word document and submit to Canvas. This will be evaluated by the clinical faculty.

Unit 2 Weekly Clinical Communication and Documentation Requirements

Instructions

Refer to your Typhon Documentation Policy below for specific information about documentation requirements.
Complete and submit the below Weekly Clinical Communication form.
You are required to communicate with your clinical faculty person even if you were not in clinical during that week.

If you have completed your clinical hours you still need to communicate weekly with your clinical faculty person via the attached form.

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NU 451 Unit 2 Health History Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.