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\n

NURS 6512 Effective communication in construction of an accurate and detailed patient history.<\/span><\/h2>\n<\/header>\n
\n

NURS 6512 Effective communication in construction of an accurate and detailed patient history.<\/p>\n

\n
\n

Week 1 discussion<\/strong><\/h2>\n

Effective communication<\/a> is vital to constructing an accurate
\nand detailed patient history. A patient\u2019s health or illness is influenced by
\nmany factors, including age, gender, ethnicity, and environmental setting. As
\nan advanced practice nurse, you must be aware of these factors and tailor your
\ncommunication techniques accordingly. Doing so will not only help you establish
\nrapport with your patients, but it will also enable you to more effectively
\ngather the information needed to assess your patients\u2019 health risks.<\/p>\n

For this Discussion, you will take on the role of a
\nclinician who is building a health history for one of the following new
\npatients:<\/p>\n

76-year-old Black\/African-American male with disabilities
\nliving in an urban setting<\/p>\n

Adolescent Hispanic\/Latino boy living in a middle-class
\nsuburb<\/p>\n

55-year-old Asian female living in a high-density poverty
\nhousing complex<\/p>\n

Pre-school aged white female living in a rural community<\/p>\n

16-year-old white pregnant teenager living in an inner-city
\nneighborhood<\/p>\n

To prepare:<\/h3>\n

With the information presented in Chapter 1 in mind,
\nconsider the following:<\/p>\n

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

How might you target your questions for building a health
\nhistory based on the patient\u2019s age, gender, ethnicity, or environment?<\/p>\n

\"NURS
NURS 6512 Effective communication in construction of an accurate and detailed patient history<\/figcaption><\/figure>\n

What risk assessment instruments would be appropriate to use
\nwith each patient?<\/p>\n

What questions would you ask each patient to assess his or
\nher
health risks<\/a>?<\/p>\n

Select one patient from the list above on which to focus for
\nthis Discussion.<\/p>\n

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

Select one of the risk assessment instruments presented in
\nChapter 1 or Chapter 26 of the course text, or another tool with which you are
\nfamiliar, related to your selected patient.<\/p>\n

Develop at least five targeted questions you would ask your
\nselected patient to assess his or her health risks and begin building a health
\nhistory.<\/p>\n

By Day 3<\/h3>\n

Post a description of the interview and communication
\ntechniques you would use with your selected patient. Explain why you would use
\nthese techniques. Identify the risk assessment instrument you selected, and
\njustify why it would be applicable to the selected patient. Provide at least
\nfive targeted questions you would ask the patient.<\/p>\n

Note: For this Discussion, you are required to complete your
\ninitial post before you will be able to view and respond to your colleagues\u2019
\npostings. Begin by clicking on the \u201cPost to Discussion Question\u201d link
\nand then select \u201cCreate Thread\u201d to complete your initial post.
\nRemember, once you click on Submit, you cannot delete or edit your own posts,
\nand you cannot post anonymously. Please check your post carefully before
\nclicking on Submit!<\/p>\n

Read a selection of your colleagues\u2019 responses.<\/p>\n

By Day 6<\/h3>\n

Respond to at least two of your colleagues on two different
\ndays who selected a different patient than you, using one or more of the
\nfollowing approaches:<\/p>\n

Share additional interview and communication techniques that
\ncould be effective with your colleague\u2019s selected patient.<\/p>\n

Suggest additional health-related risks that might be
\nconsidered.<\/p>\n

Validate an idea with your own experience and additional
\nresearch.<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NURS 6512 Effective communication in construction of an accurate and detailed patient history.<\/strong><\/a><\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

NURS 6512 Effective communication in construction of an accurate and detailed patient history Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Scholarliness<\/strong><\/p>\n

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

\n
    \n
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
  • Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
  • The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
  • Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge –<\/strong><\/p>\n

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

\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
  • Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
  • Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 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<\/li>\n
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue<\/strong><\/p>\n

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.<\/strong><\/p>\n

(5 points possible per graded thread)<\/em><\/strong><\/td>\n

\n
    \n
  • Exceeds minimum post requirements<\/li>\n
  • 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.<\/li>\n
  • Replies to a post posed by faculty and to a peer<\/li>\n
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 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<\/li>\n
  • Replies to a question posed by a peer<\/li>\n<\/ul>\n

    Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n

\n
    \n
  • Meets expectations of 2 posts on 2 different days.<\/li>\n
  • The main post is not made by the Wednesday deadline<\/li>\n
  • Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Has only one post for the week<\/li>\n
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Does not post to the thread<\/li>\n
  • No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA<\/strong><\/p>\n

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.<\/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><\/td>\n

\n
    \n
  • 2-3 errors in APA format.<\/li>\n
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
  • Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 4-5 errors in APA format.<\/li>\n
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 6-7 errors in APA format.<\/li>\n
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 8-10 errors in APA format.<\/li>\n
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Post contains greater than 10 errors in APA format.<\/li>\n
  • Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style does not facilitate communication.<\/li>\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<\/tr>\n
<\/td>\n0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n
Total Participation Requirements<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n
Early Participation Requirement<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

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.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

NURS 6512 Effective communication in construction of an accurate and detailed patient history. NURS 6512 Effective communication in construction of an accurate and detailed patient history. Week 1 discussion 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, […]<\/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-1501","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 Effective communication in construction of an accurate and detailed patient history. - Nursing Assignment Crackers<\/title>\n<meta name=\"description\" content=\"NURS 6512 Effective communication in construction of an accurate and detailed patient history-A patient\u2019s health or illness is influenced bymany factors, including age, gender, ethnicity, and environmental setting\" \/>\n<meta name=\"robots\" content=\"index, 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