Advanced Health Assessment and Diagnostic Reasoning. Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children

NURS 6512: Advanced Health Assessment and
Diagnostic Reasoning. Assignment 1: Case Study Assignment: Assessment Tools and
Diagnostic Tests in Adults and Children

Im
Assigned Option 2: Child Health Case:

1. Overweight
5-year-old black boy with overweight parents who work full-time, and the boy
spends his time after school with his grandmother.

Assignment 1: Case Study Assignment:
Assessment Tools and Diagnostic Tests in Adults and Children
When seeking to identify a patients
health condition, advanced practice nurses can use a diverse selection of
diagnostic tests and assessment tools; however, different factors affect the
validity and reliability of the results produced by these tests or tools.
Nurses must be aware of these factors in order to select the most appropriate
test or tool and to accurately interpret the results.

Not
only do these diagnostic tests affect adults, but body measurements can also
provide a general picture of whether a child is receiving adequate nutrition or
is at risk for health issues. These data, however, are just one aspect to be
considered. Lifestyle, family history, and cultureamong other factorsare also
relevant. That said, gathering and communicating this information can be a
delicate process.

For
this Assignment, you will consider the validity and reliability of different
assessment tools and diagnostic tests. You will explore issues such as
sensitivity, specificity, and positive and negative predictive values. You will
also consider examples of children with various weight issues. You will explore
how you could effectively gather information and encourage parents and
caregivers to be proactive about their childrens health and weight.

To Prepare
Review
this weeks Learning Resources and consider factors that impact the validity
and reliability of various assessment tools and diagnostic tests. You also will
review examples of pediatric patients and their families as it relates to BMI.
By Day 1 of this week, you will be
assigned to one of the following Assignment options by your Instructor: Adult
Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2).
Note: Please see the Course Announcements section of the classroom
for your assignments from your Instructor.
Search the Walden Library and credible
sources for resources explaining the tool or test you were assigned. What is
its purpose, how is it conducted, and what information does it gather?
Also,
as you search the Walden library and credible sources, consider what the
literature discusses regarding the validity, reliability, sensitivity,
specificity, predictive values, ethical dilemmas, and controversies related to
the test or tool.
If you
are assigned Assignment Option 2 (Child), consider what health issues and risks
may be relevant to the child in the health example.
Based
on the risks you identified; consider what further information you would need
to gain a full understanding of the childs health. Think about how you could
gather this information in a sensitive fashion.
Consider
how you could encourage parents or caregivers to be proactive toward the
childs health.

The Assignment
Assignment (34 pages, not including title
and reference pages):

Assignment
Option 2: Child Health Case:

Include the following:

An
explanation of the health issues and risks that are relevant to the child you
were assigned.
Describe
additional information you would need in order to further assess his or her
weight-related health.
Identify
and describe any risks and consider what further information you would need to
gain a full understanding of the childs health. Think about how you could
gather this information in a sensitive fashion.
Taking
into account the parents and caregivers potential sensitivities, list at
least three specific questions you would ask about the child to gather more
information.

Provide
at least two strategies you could employ to encourage the parents or caregivers
to be proactive about their childs health and weight.

By Day 6 of Week 3
Submit your Assignment.

Rubric Detail

Name: NURS_6512_Week_3_Assignment_1_Rubric_Option_2

Excellent
Fair
In 34 pages, address the following:

An explanation of the health issues and risks that are relevant to the child
you were assigned.
20 (20%) – 25 (25%)
The response clearly, accurately, and in
detail explains the relevant health issues and risks for the assigned child.

Describe additional information you would
need in order to further assess his or her weight-related health.
20 (20%) – 25 (25%)
The response clearly and accurately
describes detailed additional information needed to further assess the
child’s weight-related health.

Identify and describe any risks, and
consider what further information you would need to gain a full understanding
of the childs health. Think about how you could gather this information in a
sensitive fashion.
18 (18%) – 20 (20%)
The response clearly and accurately
identifies and describes in detail any risks to the child’s health. The
response clearly and accurately identifies and describes in detail further
information needed to gain a full understanding of the child’s health, with a
detailed explanation of how to gather that information in a way that is
sensitive to the child.

Taking into account the parents and
caregivers potential sensitivities, list at least three specific questions
you would ask about the child to gather more information.
10 (10%) – 10 (10%)
The response clearly and accurately lists
three or more specific questions that would gather more information about the
child. Specific questions are carefully worded to clearly demonstrate
sensitivity to the parent(s) or caregiver(s) of the child.

Provide at least two strategies you could
employ to encourage the parents or caregivers to be proactive about their
childs health and weight.
5 (5%) – 5 (5%)
The response clearly describes two or more
detailed strategies to encourage the parent(s) or caregiver(s) to be
proactive about the child’s health and weight.

Written Expression and Formatting –
Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow
logically, and demonstrate continuity of ideas. Sentences are carefully
focused–neither long and rambling nor short and lacking substance. A clear
and comprehensive purpose statement and introduction are provided that
delineate all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing
standards for flow, continuity, and clarity. A clear and comprehensive
purpose statement, introduction, and conclusion are provided that delineate
all required criteria.

Written Expression and Formatting – English
writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and
punctuation with no errors.

Written Expression and Formatting – The
paper follows correct APA format for title page, headings, font,
spacing, margins, indentations, page numbers, running heads,
parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.

Total Points: 100
Name: NURS_6512_Week_3_Assignment_1_Rubric_Option_2

Learning
Resources
Required Readings

Note: To access this week’s required
library resources, please click on the link to the Course Readings List, found
in the Course Materials section of your Syllabus.

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 (9th ed.). St. Louis, MO: Elsevier
Mosby.

Chapter 3, Examination Techniques and
Equipment
This chapter explains the physical
examination techniques of inspection, palpation, percussion, and auscultation.
This chapter also explores special issues and equipment relevant to the
physical exam process.

Chapter 8, Growth and Nutrition
In this chapter, the authors explain
examinations for growth, gestational age, and pubertal development. The authors
also differentiate growth among the organ systems.

Chapter 5, Recording Information (Previously read in Week 1)
This chapter provides rationale and
methods for maintaining clear and accurate records. The text also explores the
legal aspects of patient records.

Ball, J. W., Dains, J. E., Flynn, J. A.,
Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history
guide. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO:
Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th
Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by
permission of Elsevier Health Sciences via the Copyright Clearance Center.

Centers for Disease Control and
Prevention. (2018). Childhood overweight and obesity. Retrieved from
http://www.cdc.gov/obesity/childhood

This website provides information about
overweight and obese children. Additionally, the website provides basic facts
about obesity and strategies to counteracting obesity.

Chaudhry, M. A. I., & Nisar, A.
(2017). Escalating health care cost due to unnecessary diagnostic testing.
Mehran University Research Journal of Engineering and Technology, (3), 569.

This study explores the escalating
healthcare cost due the unnecessary use of diagnostic testing. Consider the
impact of health insurance coverage in each state and how nursing professionals
must be cognizant when ordering diagnostics for different individuals.

Dains, J. E., Baumann, L. C., &
Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in
primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment
and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L.
C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of
Mosby via the Copyright Clearance Center.

Chapter 1, Clinical Reasoning,
Evidence-Based Practice, and Symptom Analysis

This chapter introduces the diagnostic
process, which includes performing an analysis of the symptoms and then
formulating and testing a hypothesis. The authors discuss how becoming an
expert clinician takes time and practice in developing clinical judgment.

Gibbs , H., & Chapman-Novakofski, K.
(2012). Exploring nutrition literacy: Attention to assessment and the skills
clients need. Health, 4(3), 120124.

This study explores nutrition literacy.
The authors examine the level of attention paid to health literacy among nutrition
professionals and the skills and knowledge needed to understand nutrition
education.

Martin, B. C., Dalton, W. T., Williams, S.
L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status
misperception as related to selected health risk behaviors among middle school
students. Journal of School Health, 84(2), 116123. doi:10.1111/josh.12128

Credit Line: Weight status misperception
as related to selected health risk behaviors among middle school students by
Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S.,
& Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2.
Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell
Publishing via the Copyright Clearance Center.

Noble, H., & Smith, J. (2015) Issues
of validity and reliability in qualitative research . Evidence Based Nursing,
18(2), pp. 3435.

Seidel, H. M., Ball, J. W., Dains, J. E.,
Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective
data checklist. In Mosbys guide to physical examination (7th ed.). St. Louis,
MO: Elsevier Mosby.

Credit Line: Mosbys Guide to Physical
Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J.
A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted
by permission of Elsevier via the Copyright Clearance Center.

This History Subjective Data Checklist was
published as a companion to Seidels Guide to Physical Examination (8th ed.) by
Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From
https://evolve.elsevier.com

Sullivan, D. D. (2019). Guide to clinical
documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

Chapter 2, “The Comprehensive History
and Physical Exam” (Previously read in Week 1)
Chapter 5, “Pediatric Preventative
Care Visits” (pp. 91 101)
Shadow Health Support and Orientation
Resources
Use the following resources to guide you
through your Shadow Health orientation as well as other support resources:

Frey, C. [Chris Frey]. (2015, September
4). Student orientation [Video file]. Retrieved from