Health Assessment Assignment
Health Assessment Assignment
HEALTH ASSESSMENT COURSE
This course prepares RN to BSN students to synthesize the comprehensive health assessment. Emphasis is placed on the acquisition, processing, and interpretation of data collected from clients of all ages. A physical, psychological, sociocultural, and spiritual approach supported evidence-based practices is used to assess the client and to incorporate consideration of the client’s needs, state of wellness, developmental level, and response to life experiences. Students also evaluate current health policy and technology to support health assessment to improve community health. Health Assessment Assignment
COURSE DESIGN
This course prepares RN-BSN students to synthesize comprehensive health assessment through reading and processing a range of media covering topics including the lifespan, special groups, and body systems. The methods of learning include participation in threaded discussions, completion of written assignments, and undertaking virtual health assessments using Shadow Health, an integrative, interactive tool that allows student to access and communicate with a virtual patient and provides feedback reports to enhance assessment skills. Activities progress through assessments of various systems to a full assessment of an individual.
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COURSE LEARNING OUTCOMES
Upon successful completion of this course, students will be able to
1. Identify physical, social, economic, and environmental factors that influence the health status of clients and families.
2. Describe the effectiveness of health assessment techniques for collecting age-appropriate data.
3. Apply evidence-based practices to support and educate variants of a health assessment that address wellness beliefs, values, and practices within a community. Health Assessment Assignment
4. Evaluate current health policy and technology to support health assessment and improve community health.
COURSE MATERIALS
REQUIRED TEXT
Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.
REQUIRED RESOURCES
Articles
Ahacic, J. A. (2016). A look at eating disorders. Nursing Made Incredibly Easy! 14(2), 28-37. doi:10.1097/01.NME.0000479864.48566.ad
Arritt, T. (2014). Caring for patients of different religions. Nursing Made Incredibly Easy! 12(6), 38-45. doi:10.1097/01.NME.0000454746.87959.46
Barr, E. M., Goldfarb, E. S., Russell, S., Seabert, D., Wallen, M., & Wilson, K. L. (2014). Improving sexuality education: The development of teacher-preparation standards. Journal of School Health, 84(6), 396-415. doi:10.1111/josh.12156
Gavin, V. R., Seeholzer, E. L., Leon, J. B., Chappelle, S. B., & Sehgal, A. R. (2015). If we build it, we will come: A model for community-led change to transform neighborhood conditions to support healthy eating and active living. American Journal of Public Health, 105(6). pp. 1072-1077. doi:10.2105/AJPH.2015.302599
Hood, W. A., & Kate, V. (2015). Nutritional status assessment in adults. Medscape. Retrieved from http://emedicine.medscape.com
Maher, R. L., Hanlon, J. T., & Hajjar, E. R. (2014). Clinical consequences of polypharmacy in elderly. Expert Opinion on Drug Safety, 13(1). doi:10.1517/14740338.2013.827660
Murphy, K. (2015, March/April). Getting to the bottom of PTSD. Nursing Made Incredibly Easy! 13(2), 34-43. doi:10.1517/14740338.2013.827660
Glassman, P. (n.d.). Health literacy. Retrieved from http://nnlm.gov
Province of British Columbia Ministry of Health. (2009). A guide for collaborative structured communication. Retrieved from http://www2.gov.bc.ca/gov/content/health/conducting-health-research-evaluation/health-and-human-services-library
Pullen, R. (2014). Communicating with patients from different cultures. Nursing Made Incredibly Easy! 12(6), 6-8. doi:10.1097/01.NME.0000454772.77545.13. Health Assessment Assignment
