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NURS 6512 Week 1 Discussion Building a Health History<\/span><\/h2>\n

Sample Answer for NURS 6512 Week 1 Discussion Building a Health History Included After Question<\/strong><\/em><\/h2>\n<\/header>\n
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Effective communication<\/a> is vital to constructing an accurate and detailed patient history. A patient\u2019s 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\u2019 health risks.<\/p>\n

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.<\/p>\n

Photo Credit: Getty Images\/Caiaimage<\/p>\n

To prepare:<\/h2>\n

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:<\/p>\n

By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the \u201cCourse Announcements\u201d section of the classroom for your new patient profile assignment.<\/p>\n

How would your communication and interview techniques for building a health history<\/a> differ with each patient?<\/p>\n

How might you target your questions for building a health history based on the patient\u2019s social determinants of health<\/a>?<\/p>\n

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?<\/p>\n

Identify any potential health-related risks based upon the patient\u2019s age, gender, ethnicity, or environmental setting that should be taken into consideration.<\/p>\n

Select one of the risk assessment<\/a> instruments presented in Chapter 1 or Chapter 5 of the Seidel\u2019s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.<\/p>\n

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.<\/p>\n

By Day 3 of Week 1<\/h2>\n

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.<\/p>\n

A Sample Answer For the Assignment: NURS 6512 Week 1 Discussion Building a Health History <\/strong><\/h2>\n

Title: <\/strong>\u00a0<\/strong>NURS 6512 Week 1 Discussion Building a Health History<\/h2>\n

Comprehensive health and risk assessment in the adolescent population is challenging, given the multiple issues manifesting during this developmental stage. Moreover, adolescents do not readily share personal information because they barely trust people and tend to be defiant, making them resist any intervention efforts in their lives. When conducting interviews to build health history with adolescents, important communication principles include trust, confidentiality, and a nonjudgmental attitude.<\/span>\u00a0<\/span><\/p>\n

In the scenario, a white adolescent male seeks medical care for STI. With adolescent patients<\/a>, it is crucial to make them feel comfortable first. I would<\/span><\/p>\n

\"NURS
NURS 6512 Week 1 Discussion Building a Health History<\/figcaption><\/figure>\n

achieve this by building rapport using compliments such as on dressing. I would also initiate small talk and ask the patient about home life and favorite past-times. Once I establish rapport, I will use open-ended questions and encourage the adolescent to talk freely. The communication techniques that will guide my interview include avoiding criticism, showing respect and genuine concern, giving friendly responses, and ascertaining privacy and confidentiality<\/span>\u200b<\/span> (Diamond-Fox, 2021)<\/span>\u200b<\/span><\/span>. Additionally, adolescents have great independence and do not want to be treated like children; thus, I will address the patient as if I am having a conversation with an adult.\u00a0<\/span>\u00a0<\/span><\/p>\n

The patient does not have health insurance pointing to the possibility of coming from a vulnerable population of low socioeconomic background. I would assess the patient\u2019s childhood background and educational background to understand the socioeconomic factors that might influence their health (Ball et al., 2019). I would also ask about the family\u2019s statusand whether both parents are present. I would assess challenges in accessing health services, basic needs, and also get information about the neighborhood (Srinath et al., 2019). I would also inquire about the kind of people he hangs out with; if they are involved in substance abuse and criminal activities. Furthermore, I will assess the possibility of substance use in the family (parents) and experiences of abuse and neglect.\u00a0<\/span>\u00a0<\/span><\/p>\n

The screening tools appropriate for adolescents are Rapid Assessment for Adolescent Preventive Services (RAAP), used to identify health risks, and HEeADSSS Assessment, which evaluates risk and protective factors to enable effective intervention. In addition, the CRAFFT Screening Test is also used with the adolescent population to identify problems and risks associated with drug use.\u00a0<\/span>\u00a0<\/span><\/p>\n

Based on the patient\u2019s age, one of the major risks he is exposed to is substance abuse. According to the National Center for Drug Abuse Statistics (2022), 50% of teenagers have abused drugs and alcohol at least once. Teenagers are vulnerable to substance use because of peer pressure, the urge to experiment, ignorance about the effects, and involvement in criminal activities. For adolescents from low socioeconomic status, the risk of substance abuse is even higher<\/span>\u200b<\/span> (Farley, 2020)<\/span>\u200b<\/span><\/span>. The second risk that the patient is exposed to is infectious diseases. The patient presents with the problem of STI, which means he engages in behavior that exposes him to the risk of sexually transmitted infections and can lead to contracting HIV and other chronic infections. Finally, the patient may be exposed to psychosocial issues common with adolescents.\u00a0<\/span>\u00a0<\/span><\/p>\n

The risk assessment instrument I would use is HEADSS, an interview instrument used to evaluate issues in an adolescent\u2019s life. The instrument evaluates several components, including home, education\/employment, activities, drugs use, sexuality, and mental health concerns (Ball et al., 2019).\u00a0<\/span>\u00a0<\/span><\/p>\n

Targeted Questions<\/span><\/b>\u00a0<\/span><\/h3>\n
    \n
  1. Do you live at home with your parents? Are both your parents together?\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
      \n
    1. What kind of people do you hang out with most?<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
        \n
      1. Have you ever tried alcohol, marijuana, and any other hard substance?<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
          \n
        1. Have you ever witnessed or been a victim of abuse in the past and present?\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
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          1. Do you use protection when engaging in intercourse with your girlfriend?\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
              \n
            1. What do you know about sexually transmitted infections?\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
                \n
              1. Have you ever felt like harming yourself or someone else?<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
                  \n
                1. Have you ever run into problems with law enforcement, leading to incarceration?\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ol>\n

                  References<\/span><\/b>\u00a0<\/span><\/h2>\n

                  Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). <\/span>Seidel\u2019s guide to physical examination: An interprofessional approach (9th ed.).<\/span><\/i> St. Louis, MO: Elsevier Mosby.<\/span>\u00a0<\/span><\/p>\n

                  Diamond-Fox, S. (2021). Undertaking consultations and clinical assessments at advanced level. <\/span>British Journal of Nursing<\/span><\/i>, 30(4), 238\u2013243. https:\/\/doi.org\/10.12968\/bjon.2021.30.4.238.<\/a><\/span>\u00a0<\/span><\/p>\n

                  Farley, H. R. (2020). Assessing mental health in vulnerable adolescents. <\/span>Nursing<\/span><\/i>, 50(10), 48-53. doi: 10.1097\/01.NURSE.0000697168.39814.93.<\/span>\u00a0<\/span><\/p>\n

                  National Center for Drug Abuse Statistics. (2022). <\/span>Drug use among youth: Facts &statistics<\/span><\/i>. Retrieved from National Center for Drug Abuse Statistics: https:\/\/drugabusestatistics.org\/teen-drug-use\/<\/a><\/span>\u00a0<\/span><\/p>\n

                  Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical practice guidelines for assessment of children and adolescents. <\/span>Indian journal of psychiatry<\/span><\/i>, 61(Suppl 2), 158\u2013175. https:\/\/doi.org\/10.4103\/psychiatry.IndianJPsychiatry_580_18.<\/a><\/span>\u00a0<\/span><\/p>\n

                  \u00a0<\/span><\/p>\n

                  Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NURS 6512 Week 1 Discussion Building a Health History<\/strong><\/a><\/span><\/h3>\n

                  A Sample Answer 2 For the Assignment: NURS 6512 Week 1 Discussion Building a Health History <\/strong><\/h2>\n

                  Title: <\/strong>\u00a0<\/strong>NURS 6512 Week 1 Discussion Building a Health History<\/h2>\n

                  Your case was quite an interesting one to research. Omenka, Watson, and Hendrie (2020) conducted a scoping review of African immigrants’ health disparities. Scoping studies are a type of research to identify available evidence or gaps on a subject of interest (Munn et al., n.d.). With that said, Omenka, Watson, and Hendrie (2020) found little research has been specifically conducted on African immigrants; instead, the researchers found African immigrants were being grouped in research studies conducted on African Americans. On that note, I find it important to differentiate the health and spiritual beliefs of both cultures so that, as clinicians, we can provide culturally competent care.<\/p>\n

                  I agree with your statement on creating a safe zone for the patient before conducting sexual history assessment; this will build trust and the patient will be willing to openly share personal health history. According to Omenka, Watson, and Hendrie (2020), African immigrants view HIV as a spiritual problem and are more likely to seek medical attention when a disease is in its advanced stages. Hence, the importance of early intervention is important.<\/p>\n

                  Additional interview questions that may be of value in this situation may be to ask, \u201ccan you tell me how you view illness?\u201d and Ball et al. (2019) suggests asking, \u201cwhat do I need to know as your clinician to provide care for you?\u201d Likewise, Ball et al. (2019) suggest not pressing an issue when communicating with patients. Great post.<\/p>\n

                  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<\/em> (9th ed.). St. Louis, MO: Elsevier Mosby.<\/p>\n

                  Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (n.d.). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18<\/em>. https:\/\/doi-org.ezp.waldenulibrary.org\/10.1186\/s12874-018-0611-x<\/a><\/p>\n

                  Omenka, O. I., Watson, D. P., & Hendrie, H. C. (2020). Understanding the healthcare experiences and needs of African immigrants in the United States: a scoping review. BMC Public Health, 20<\/em>(1), 27. https:\/\/doi-org.ezp.waldenulibrary.org\/10.1186\/s12889-019-8127-9<\/a><\/p>\n

                  A Sample Answer 3 For the Assignment: NURS 6512 Week 1 Discussion Building a Health History <\/strong><\/h2>\n

                  Title: <\/strong>\u00a0<\/strong>NURS 6512 Week 1 Discussion Building a Health History<\/h2>\n

                  80-year-old white male with angina who lives on a farm 80 miles away from a health care center.<\/p>\n

                  This patient is probably considerably active, with efficient vitamin D levels, and typically eats fresh whole foods most days. The patient probably perceives himself as healthy which is understandable. I would speak to this patient in simple terms, he probably has never been admitted to a hospital and does not understand certain terminology and might not be college educated. I would always watch for tone, making sure I sound curious most of the time and serious when appropriate. Someone\u2019s tone can trigger the wrong reaction in a patient and cause them to become defensive. I would use the assessment tool from chapter two as priority because the patient has angina which is a serious condition. If the patient is showing signs of the angina progressing, then further interventions need to be determined immediately. However, the health assessment from chapter one would be much more useful, overall, mostly because this patient\u2019s history will give me the problem and therefore the solution. These are the five questions I would ask the patient<\/p>\n

                    \n
                  1. Can you describe the pain, when it started, and if you are currently in any pain at all?<\/li>\n
                  2. Do you take any medications for your heart at all? Like nitroglycerin, cholesterol medication or medications for blood pressure control<\/li>\n
                  3. Has any of your parents or siblings die of a heart attack or have any heart problems?<\/li>\n
                  4. When was the last time you used any herbicide, pesticide, or fertilizer for your farm?<\/li>\n
                  5. Have you ever felt pain like this or similar before<\/li>\n
                  6. \n
                      \n
                    1. Can you describe the pain, when it started, and if you are currently in any pain at all?<\/li>\n
                    2. Do you take any medications for your heart at all? Like nitroglycerin, cholesterol medication or medications for blood pressure control<\/li>\n
                    3. Has any of your parents or siblings die of a heart attack or have any heart problems?<\/li>\n
                    4. When was the last time you used any herbicide, pesticide, or fertilizer for your farm?<\/li>\n
                    5. Have you ever felt pain like this or similar before?<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

                      This patient seems to live a healthier lifestyle than most modern lifestyles today. Cholesterol is something the body has problems getting rid of and overtime, buildup of apo B cholesterol in artery walls can lead to atherosclerotic cardiovascular disease (ASCVD) (Ference, 2017). \u00a0Of course, I would have to find out what the patient eats on a daily basis. If the patient does eat mostly whole foods and works on a farm, then he might have a genetic predisposition for ASCVD. This is why asking questions about family health is important. Also this patient could have inhaled a toxin that is causing the problem.<\/p>\n

                      References<\/h2>\n

                      Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2018).\u00a0Seidel\u2019s guide to physical examination<\/em>\u00a0(9th ed.). Mosby.<\/p>\n

                      Ference, B. A., Ginsberg, H. N., Graham, I., Ray, K. K., Packard, C. J., Bruckert, E., Hegele, R. A., Krauss, R. M., Raal, F. J., Schunkert, H., Watts, G. F., Bor\u00e9n, J., Fazio, S., Horton, J. D., Masana, L., Nicholls, S. J., Nordestgaard, B. G., van de Sluis, B., Taskinen, M. R., Tokg\u00f6zoglu, L., Catapano, A. L. (2017). Low-density lipoproteins cause atherosclerotic cardiovascular disease. 1. Evidence from genetic, epidemiologic, and clinical studies. A consensus statement from the European Atherosclerosis Society Consensus Panel.\u00a0European heart journal<\/em>,\u00a038<\/em>(32), 2459\u20132472. https:\/\/doi.org\/10.1093\/eurheartj\/ehx144<\/a><\/p>\n

                      Grading Rubric<\/strong><\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                      Performance Category<\/strong><\/td>\n100% or highest level of performance<\/strong><\/p>\n

                      100%<\/strong><\/p>\n

                      16 points<\/strong><\/td>\n

                      		Very good or high level of performance<\/strong><\/p>\n

                      88%<\/strong><\/p>\n

                      14 points<\/strong><\/td>\n

                      		Acceptable level of performance<\/strong><\/p>\n

                      81%<\/strong><\/p>\n

                      13 points<\/strong><\/td>\n

                      		Inadequate demonstration of expectations<\/strong><\/p>\n

                      68%<\/strong><\/p>\n

                      11 points<\/strong><\/td>\n

                      		Deficient level of performance<\/strong><\/p>\n

                      56%<\/strong><\/p>\n

                      9 points<\/strong><\/p>\n

                      \u00a0<\/strong><\/td>\n

                      		Failing level<\/strong><\/p>\n

                      of performance<\/strong><\/p>\n

                      55% or less<\/strong><\/p>\n

                      0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n

                      \u00a0Total Points Possible= 50 <\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n\u00a0\u00a0 14 Points<\/strong><\/td>\n13 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n
                      Scholarliness<\/strong><\/p>\n

                      Demonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n

                      		Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n
                        \n
                      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
                      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
                      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
                      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
                      		Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n
                        \n
                      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
                      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
                      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
                      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
                      		Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n
                        \n
                      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
                      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
                      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
                      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
                      		 <\/p>\n

                      Presentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n

                        \n
                      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
                      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
                      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
                      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
                      		 <\/p>\n

                      Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n

                        \n
                      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
                      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
                      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
                      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
                      		Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n
                        \n
                      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
                      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
                      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
                      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
                      <\/td>\n\u00a016 Points<\/strong><\/td>\n\u00a014 Points<\/strong><\/td>\n\u00a013 Points<\/strong><\/td>\n11 Points<\/strong><\/td>\n9 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
                      Application of Course Knowledge<\/strong><\/p>\n

                      Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations<\/strong><\/td>\n

                      		Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n
                        \n
                      • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
                      • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
                      • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
                      		Presentation of information was good, but was superficial in places and included all<\/strong> of the following elements:<\/p>\n
                        \n
                      • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
                      • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
                      • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
                      		Presentation of information was minimally demonstrated in the all<\/strong> of the following elements:<\/p>\n
                        \n
                      • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
                      • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
                      • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
                      		Presentation of information is unsatisfactory in one <\/strong>of the following elements:<\/p>\n
                        \n
                      • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
                      • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.<\/li>\n
                      • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
                      		Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n
                        \n
                      • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
                      • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
                      • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
                      		Presentation of information is unsatisfactory in three<\/strong> of the following elements<\/p>\n
                        \n
                      • Applies principles, knowledge and information and scholarly resources to the required topic.<\/li>\n
                      • Applies facts, principles or concepts learned scholarly resources to a professional experience.<\/li>\n
                      • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
                      \u00a0<\/strong><\/td>\n\u00a010 Points<\/strong><\/td>\n9 Points <\/strong><\/td>\n<\/td>\n<\/td>\n\u00a06 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
                      Interactive Dialogue <\/strong><\/p>\n

                      Initial post should be a minimum of 300 words (references do not count toward word count)<\/strong><\/p>\n

                      The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)<\/strong><\/p>\n

                      Responses are substantive and relate to the topic.<\/strong><\/td>\n

                      		Demonstrated all <\/strong>of the following:<\/p>\n
                        \n
                      • Initial post must be a minimum of 300 words.<\/li>\n
                      • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
                      • Responses are substantive<\/li>\n
                      • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
                      		Demonstrated 3 of the following:<\/p>\n
                        \n
                      • Initial post must be a minimum of 300 words.<\/li>\n
                      • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
                      • Responses are substantive<\/li>\n
                      • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
                      		<\/td>\n<\/td>\nDemonstrated 2 of the following:<\/p>\n
                        \n
                      • Initial post must be a minimum of 300 words.<\/li>\n
                      • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
                      • Responses are substantive<\/li>\n
                      • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
                      		Demonstrated 1 or less of the following:<\/p>\n
                        \n
                      • Initial post must be a minimum of 300 words.<\/li>\n
                      • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
                      • Responses are substantive<\/li>\n
                      • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
                      \u00a0<\/strong><\/td>\n8 Points<\/strong><\/td>\n7 Points<\/strong><\/td>\n\u00a06 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
                      Grammar, Syntax, APA <\/strong><\/p>\n

                      Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n

                      The source of information is the APA Manual 6th Edition<\/strong><\/p>\n

                      Error is defined to be a unique APA error. Same type of error is only counted as one error.<\/strong><\/td>\n

                      		The following was present:<\/p>\n
                        \n
                      • 0-3 errors in APA format<\/li>\n<\/ul>\n

                        AND<\/p>\n

                          \n
                        • Responses have 0-3 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

                          AND<\/p>\n

                            \n
                          • Writing style is generally clear, focused on topic,and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
                      		The following was present:<\/p>\n
                        \n
                      • 4-6 errors in APA format.<\/li>\n<\/ul>\n

                        AND\/OR<\/p>\n

                          \n
                        • Responses have 4-5 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

                          AND\/OR<\/p>\n

                            \n
                          • Writing style is somewhat focused on topic.<\/li>\n<\/ul>\n<\/td>\n
                      		The following was present:<\/p>\n
                        \n
                      • 7-9 errors in APA format.<\/li>\n<\/ul>\n

                        AND\/OR<\/p>\n

                          \n
                        • Responses have 6-7 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

                          AND\/OR<\/p>\n

                            \n
                          • Writing style is slightly focused on topic making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
                      		 <\/p>\n

                      The following was present:<\/p>\n

                        \n
                      • 10- 12 errors in APA format<\/li>\n<\/ul>\n

                        AND\/OR<\/p>\n

                          \n
                        • Responses have 8-9 grammatical, spelling and punctuation errors<\/li>\n<\/ul>\n

                          AND\/OR<\/p>\n

                            \n
                          • Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
                      		 <\/p>\n

                      The following was present:<\/p>\n

                        \n
                      • 13 – 15 errors in APA format<\/li>\n<\/ul>\n

                        AND\/OR<\/p>\n

                          \n
                        • Responses have 8-10 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

                          AND\/OR<\/p>\n

                            \n
                          • Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n

                            AND\/OR<\/p>\n

                              \n
                            • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.<\/li>\n<\/ul>\n<\/td>\n
                      		The following was present:<\/p>\n
                        \n
                      • 16 to greater errors in APA format.<\/li>\n<\/ul>\n

                        AND\/OR<\/p>\n

                          \n
                        • Responses have more than 10 grammatical, spelling or punctuation errors.<\/li>\n<\/ul>\n

                          AND\/OR<\/p>\n

                            \n
                          • Writing style does not facilitate communication<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
                      \u00a0<\/strong><\/td>\n0 Points Deducted<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n5 Points Lost<\/strong><\/td>\n<\/tr>\n
                      Participation<\/strong><\/p>\n

                      Requirements <\/strong><\/td>\n

                      		Demonstrated the following:<\/p>\n
                        \n
                      • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n
                      		<\/td>\n<\/td>\n<\/td>\n<\/td>\nFailed to demonstrate the following:<\/p>\n
                        \n
                      • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
                      \u00a0<\/strong><\/td>\n0 Points Lost<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n5 Points Lost<\/strong><\/td>\n<\/tr>\n
                      Due Date Requirements<\/strong><\/td>\nDemonstrated all <\/strong>of the following:<\/p>\n
                        \n
                      • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\n

                        A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. <\/strong><\/td>\n

                      		<\/td>\n<\/td>\n<\/td>\n<\/td>\nDemonstrates one<\/strong> or less<\/strong> of the following.<\/p>\n
                        \n
                      • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\n

                        A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/fieldset>\n<\/div>\n<\/div>\n

                         <\/p>\n","protected":false},"excerpt":{"rendered":"

                        NURS 6512 Week 1 Discussion Building a Health History Sample Answer for NURS 6512 Week 1 Discussion Building a Health History Included After Question Effective communication is vital to constructing an accurate and detailed patient history. A patient\u2019s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1195","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\nNURS 6512 Week 1 Discussion Building a Health History -<\/title>\n<meta name=\"description\" content=\"NURS 6512 Week 1 Discussion Building a Health History-Effective communication is vital to constructing an accurate and detailed patient history. 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A patient\u2019s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/nursingassignmentcrackers.com\/nurs-6512-week-1-discussion-building-a-health-history-2\/\" \/>\n<meta property=\"og:site_name\" content=\"Nursing Assignment Crackers\" \/>\n<meta property=\"article:published_time\" content=\"2023-03-01T09:41:45+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2024-03-26T07:22:02+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NURS-6512-Week-1-Discussion-Building-a-Health-History-300x127.png\" \/>\n<meta name=\"author\" content=\"Samwel Dashe\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Samwel Dashe\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"17 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/nursingassignmentcrackers.com\/nurs-6512-week-1-discussion-building-a-health-history-2\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/nursingassignmentcrackers.com\/nurs-6512-week-1-discussion-building-a-health-history-2\/\"},\"author\":{\"name\":\"Samwel Dashe\",\"@id\":\"https:\/\/nursingassignmentcrackers.com\/#\/schema\/person\/7445904ef2079dd76aef7927ca9aa0ad\"},\"headline\":\"NURS 6512 Week 1 Discussion Building a Health History\",\"datePublished\":\"2023-03-01T09:41:45+00:00\",\"dateModified\":\"2024-03-26T07:22:02+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/nursingassignmentcrackers.com\/nurs-6512-week-1-discussion-building-a-health-history-2\/\"},\"wordCount\":3639,\"publisher\":{\"@id\":\"https:\/\/nursingassignmentcrackers.com\/#organization\"},\"image\":{\"@id\":\"https:\/\/nursingassignmentcrackers.com\/nurs-6512-week-1-discussion-building-a-health-history-2\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NURS-6512-Week-1-Discussion-Building-a-Health-History-300x127.png\",\"articleSection\":[\"Nursing Papers\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/nursingassignmentcrackers.com\/nurs-6512-week-1-discussion-building-a-health-history-2\/\",\"url\":\"https:\/\/nursingassignmentcrackers.com\/nurs-6512-week-1-discussion-building-a-health-history-2\/\",\"name\":\"NURS 6512 Week 1 Discussion Building a Health History -\",\"isPartOf\":{\"@id\":\"https:\/\/nursingassignmentcrackers.com\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/nursingassignmentcrackers.com\/nurs-6512-week-1-discussion-building-a-health-history-2\/#primaryimage\"},\"image\":{\"@id\":\"https:\/\/nursingassignmentcrackers.com\/nurs-6512-week-1-discussion-building-a-health-history-2\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NURS-6512-Week-1-Discussion-Building-a-Health-History-300x127.png\",\"datePublished\":\"2023-03-01T09:41:45+00:00\",\"dateModified\":\"2024-03-26T07:22:02+00:00\",\"description\":\"NURS 6512 Week 1 Discussion Building a Health History-Effective communication is vital to constructing an accurate and detailed patient history. 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