NRS 434 Week 5 Individual Client Health History and Examination

In this assignment, you will be completing a health assessment on an older adult. To complete this assignment, do the following:

NRS 434 Week 5 Individual Client Health History and Examination

  1. Perform a health history on an older adult. Students who do not work in an acute setting may “practice” these skills with a patient, community member, neighbor, friend, colleague, or loved one. (If an older individual is not available, you may choose a younger individual).
  2. Complete a physical examination of the client using the “Individual Health History and Examination Assignment” resource. Use the “Functional Health Pattern Assessment” resource as a guideline to assist you in completing the template.
  3. Document findings of complete physical examination in Situation-Background-Assessment-Recommendation (SBAR) format. Refer to the sample SBAR Template located on the National Nurse Leadership Council website athttps://www.ihs.gov/nnlc/includes/themes/newihstheme/display_objects/documents/resources/SBARTEMPLATE.pdf as a guide.
  4. Document the findings of the physical examination in the assessment worksheet.
  5. Using the “Individual Health History and Examination Assignment” resource, provide the physical examination findings summary with planned interventions for the client. Include any community services in the interventions.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

NRS 434V Week 5 Assignment 2 Movie Character Health Assessment Presentation

Details:

In this assignment, you will be creating a PowerPoint presentation based on the application of the functional health assessment of a movie character. To complete this assignment, choose a movie from the following list and identify a character from the movie on whom you would like to do a health assessment. If you wish to use a character from a movie not included on the following list, get the approval of your instructor.

Films:

  1. Away From
  2. Her
  3. Lorenzo’s Oil
  4. Mask
  5. My Sister’s Keeper
  6. Philadelphia
  7. Rain Man
  8. Steel Magnolias
  9. Stepmom
  10. The Elephant Man
  11. The Mighty
  12. The Tic Code

Directions:

  1. Create a PowerPoint presentation of 10-12 slides using the template “Movie Character Presentation.”
  2. Provide an introduction and background overview of the movie character (client).
  3. Assess the client using the “Functional Health Pattern Assessment.”
  4. Based on your “observations” and thoughts, document your assessment, providing examples from the movie.
  5. Describe any observed or potential cultural, geographic, religious, ethnic, or spiritual considerations of this client.
  6. Describe two normal health patterns of the client as well as two abnormal health patterns that you observe, and provide examples.
  7. Develop an appropriate nursing diagnosis for the client based on your assessment.
  8. Identify and describe three interventions for the client: health promotion, health prevention, and maintenance.
  9. Identify at least two possible resources or community services to which you would refer this client and provide a rationale for your choices.

In addition to submitting the presentation to the instructor, post your assignment to the Movie Character Health Assessment Presentation Main Forum as directed by the instructor. Respond to other students’ posts in a manner that initiates or contributes to the discussion. Each person should make at least three substantive comments.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

Functional Health Patterns Community Assessment Guide

Functional Health Pattern (FHP) Template Directions:

This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.

Value/Belief Pattern

  • Predominant ethnic and cultural groups along with beliefs related to health.
  • Predominant spiritual beliefs in the community that may influence health.
  • Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).
  • Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?
  • What does the community value? How is this evident?
  • On what do the community members spend their money? Are funds adequate?

Health Perception/Management

  • Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).
  • Immunization rates (age appropriate).
  • Appropriate death rates and causes, if applicable.
  • Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?
  • Available health professionals, health resources within the community, and usage.
  • Common referrals to outside agencies.

Nutrition/Metabolic

  • Indicators of nutrient deficiencies.
  • Obesity rates or percentages: Compare to CDC statistics.
  • Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).
  • Availability of water (e.g., number and quality of drinking fountains).
  • Fast food and junk food accessibility (vending machines).
  • Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).
  • Provisions for special diets, if applicable.
  • For schools (in addition to above):
    • Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)
    • Amount of free or reduced lunch

Elimination (Environmental Health Concerns)

  • Common air contaminants’ impact on the community.
  • Waste disposal.
  • Pest control: Is the community notified of pesticides usage?
  • Hygiene practices (laundry services, hand washing, etc.).
  • Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.
  • Universal precaution practices of health providers, teachers, members (if applicable).
  • Temperature controls (e.g., within buildings, outside shade structures).
  • Safety (committee, security guards, crossing guards, badges, locked campuses).

Activity/Exercise

  • Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).
  • Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).
  • Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).
  • Injury statistics or most common injuries.
  • Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).
  • Means of transportation.

Sleep/Rest

  • Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).
  • Indicators of general “restedness” and energy levels.
  • Factors affecting sleep:
    • Shift work prevalence of community members
    • Environment (noise, lights, crowding, etc.)
    • Consumption of caffeine, nicotine, alcohol, and drugs
    • Homework/Extracurricular activities
    • Health issues

Cognitive/Perceptual

  • Primary language: Is this a communication barrier?
  • Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics.
  • Opportunities/Programs:
    • Educational offerings (in-services, continuing education, GED, etc.)
    • Educational mandates (yearly in-services, continuing education, English learners, etc.)
    • Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)
  • Library or computer/Internet resources and usage.
  • Funding resources (tuition reimbursement, scholarships, etc.).

Self-Perception/Self-Concept

  • Age levels.
  • Programs and activities related to community building (strengthening the community).
  • Community history.
  • Pride indicators: Self-esteem or caring behaviors.
  • Published description (pamphlets, Web sites, etc.).

Role/Relationship

  • Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).
  • Vulnerable populations:
    • Why are they vulnerable?
    • How does this impact health?
  • Power groups (church council, student council, administration, PTA, and gangs):
    • How do they hold power?
    • Positive or negative influence on community?
  • Harassment policies/discrimination policies.
  • Relationship with broader community:
    • Police
    • Fire/EMS (response time)
    • Other (food drives, blood drives, missions, etc.)

Sexuality/Reproductive

  • Relationships and behavior among community members.
  • Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.).
  • Access to birth control.
  • Birth rates, abortions, and miscarriages (if applicable).
  • Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).

Coping/Stress

  • Delinquency/violence issues.
  • Crime issues/indicators.
  • Poverty issues/indicators.
  • CPS or APS abuse referrals: Compare with previous years.
  • Drug abuse rates, alcohol use, and abuse: Compare with previous years.
  • Stress management resources (e.g., hotlines, support groups, etc.).
  • Prevalent mental health issues/concerns:
    • How does the community deal with mental health issues
    • Mental health professionals within community and usage
  • Disaster planning:
    • Past disasters
    • Drills (what, how often)
    • Planning committee (members, roles)
    • Policies
    • Crisis intervention plan

Also Read: NRS 434 Week 4 Comprehensive Shadow Health Assessment