Course: NURS 2700 Health Promotion and the Role of the Professional Nurse<\/p>\n
Title of Assignment: Health History\/Wellness Assessment-Geriatric In-Home Functional Assessment<\/p>\n
Competency Addressed:
\n\u2022\t7O: Discuss common social justice issues as they relate to vulnerable individuals, families, and communities.
\nCourse Outcomes\/Upon completion of this assignment, the student will:
\n\u2022\t#1: Apply theories and concepts of social and cultural factors to provide prevention-based nursing care.
\n\u2022\t#6: Conduct a health history and wellness assessment to identify risks and\/or determinants of health.
\n\u2022\t#7: Describe behavioral change techniques to promote health and manage illness.
\n\u2022\t#9: Provide safe, holistic client-centered nursing care in promoting health across the lifespan.<\/p>\n
PREPARATION MAKE SURE YOU HAVE 1 THROUGH 5 COVERED<\/p>\n
1.\tSelect an individual to interview:
\n\u2022\tAn elder male or female age 68 years or older, that is not related to the student
\n\u2022\tLives in his or her own home or apartment
\n\u2022\tSingle or married
\n\u2022\tSuggestions: you may select a friend of one of your relatives, a neighbor, or a person related to one of your friends
\n\u2022\tSelect a time to interview \u2013 allow yourself at least two hours
\n2. Download, print and familiarize yourself with required assessments tools:
\n\u2022\tReview assessment tools prior to going to your interview.
\n\u2022\tReview demonstration videos at the following website:
\nhttps:\/\/consultgeri.org\/tools\/try-this-series<\/p>\n
\u2022\tYou may choose to utilize additional resources for preparation, including but not limited to:
\nAmerican Geriatrics Society website
\nhttp:\/\/www.americangeriatrics (best online custom nursing writing services, Order top #1 onlinenursingpapers writers).org\/about_us\/who_we_are\/
\nHealthy Aging website
\nhttp:\/\/www.healthinaging.org\/<\/p>\n
During your interview, you will use each tool to guide standardized assessments of various components of your chosen individual\u2019s functional status. You may want to take notes on these assessment tools as you engage with your chosen elder in his\/her home setting.<\/p>\n
\u2022\tFulmer SPICES (Common Syndromes of the Elderly)
\n\u2022\tKatz Index of Independence in ADLs (activities of daily living)
\n\u2022\tFalls Risk
\n\u2022\tGet Up and Go Test
\n\u2022\tGeriatric Depression Scale
\n\u2022\tMini Mental Status Assessment<\/p>\n
3. Develop a list of open-ended questions prior to the interview date (these questions should be designed to initiate conversation rather than elicit a yes or no response).<\/p>\n
Topics\/open-ended questions to consider:
\n\u2022\tWhat is your cultural background and\/or related preferences?
\n\u2022\tHow long have you lived in your home (or in this apartment, or in this complex etc.)?
\n\u2022\tHow long have you been married (or, how long have you lived alone)?
\n\u2022\tNotice whether pets are a part of this elder\u2019s life and ask questions about his\/her experiences with animals.
\n\u2022\tWork history: Were they employed outside the home? What kind of jobs or work did the elder engage in? Or, if the elder is currently employed, what is his or her job? What did\/does he or she enjoy about the work? What challenges did\/do they encounter in their work?
\n\u2022\tAsk about volunteer activities: Where have they or do they volunteer? What were\/are their responsibilities? What did\/do they enjoy about volunteering?
\n\u2022\tWhat things do you like to do for fun? Ask about social outings such as playing cards, going to church, meeting for breakfast with friends, going for walks, etc.<\/p>\n
THE ASSIGNMENT<\/p>\n
Use the guide below to Help you in completing the written assignment:<\/p>\n
Data Collection Guide<\/p>\n
Date of Interview: _____________________
\nDemographic Data:<\/p>\n
Age: ______________
\nGender: ___________
\nLives alone? ________
\nLives with:
\nSpouse? ________
\nOther? ________
\nLiving Situation:
\nOwn Home _________
\nApartment _________
\nHelped Living ______
\nOther _____________<\/p>\n
General Medical History (questions to consider):
\n\u2022\tDo you have a primary care provider (physician, nurse practitioner, physician Helpant) whom you see on a regular basis?
\n\u2022\tDo you have health care directive, or have you talked with a medical provider about advance directives?
\n\u2022\tHow often do you see your medical provider (physician, nurse practitioner, physician Helpant)? When was your last medical appointment?
\n\u2022\tAsk regarding medical history, recent surgeries, and medications including prescription and over-the-counter drugs. (You do not need to list specific names of medications rather ask if they take medications for the conditions that they report to you: For example: if they report having high blood pressure then ask if they take medication to control blood pressure.
\n\u2022\tAsk about pain. When they experience pain, what helps to relieve the pain?
\n\u2022\tAsk if the individual has a health care directive or knows about preparing a health care directive.
\n\u2022\tAsk about alcohol use and smoking history.
\n\u2022\tAsk about any problems with hearing, vision or dentition.
\n\u2022\tAsk regarding cognitive problems you or the individual might be concerned about. Consider problems such as dementia, confusion, depression, anxiety, etc.
\n\u2022\tAsk about any situations, incidents or medical diagnoses that occurred throughout your lifespan and have impacted you throughout your life or have surfaced in your later years.
\n\u2022\tHave they ever received, or do they now receive home care services or community services such as: Meals on Wheels, Hartland Bus, Silver Sneakers, First Alert for seniors, etc.?
\n\u2022\tAsk about safety home. Do they feel safe physically? Emotionally? Other?
\n\u2022\tAre there any obstacles that may prevent your ability to receive quality healthcare?
\n\u2022\tSocial Justice: Social Justice in terms of the distribution of wealth, opportunities, and privileges within a society (Oxford Language, nd.). Look up the definition of social justice prior to completing the assignment. Include a source citation.<\/p>\n
4.\tComplete this assignment by compiling the following information from the interview of your selected elder:
\nA.\tA written summary of information obtained from the Data Collection Guide listed above (One-Paragraph, do not rewrite each question with the client\u2019s response following.)
\nB.\tIdentify an area of this client\u2019s current living situation that may actually or potentially jeopardize or impede their right to social justice related to meeting their healthcare needs.
\n\u2022\tExplain your answer.
\nC. A written discussion of each standardized assessment tool used in your assessment; address the value of each tool (discussion of what evidence-based research finds regarding those standardized assessment tools), the reason or reasons each tool may be used, and a summary of your general findings from each tool. (One-two paragraphs per assessment tool.)<\/p>\n
D. Summarize your assessment findings including a discussion of
\n\u2022\tPotential or actual safety issues in the home of the elder you visited.
\no\tHome Safety Checklist
\n\u2022\tYour elder subject\u2019s functional strengths, limitations, and potential risks.
\n\u2022\tActual or potential geriatric syndromes your elder subject may be experiencing or is at risk for experiencing. (These three bullets may be summarized in one-two paragraphs.)
\nE. Develop three prevention-based nursing interventions with rationales appropriate to the individual\u2019s situation.
\nInterventions must focus on the following:
\n\u2022\tBehavioral change techniques to promote health (See promotion\/health determinants lecture.)
\n\u2022\tIllness management. (See promotion\/health determinants lecture.)
\n\u2022\tSafety<\/p>\n
5.\tSubmit your completed assignment:
\n\u2022\tHealth History Wellness Assignment. This assignment should be double-spaced and have a cover page and 8-10pages
\n\u2022\tScan and submit the assessment tools used during your visit,
\n\u2022\tYou may communicate your findings in a narrative form.
\n\u2022\tUse APA format to cite all references and resources used and; include a reference page. Site the assessment tools<\/p>\n
Health History Wellness Assignment Checklist<\/p>\n
Please utilize this checklist before submitting your paper. This will help to assure that you have met all requirements of this assignment.<\/p>\n
Completed Assessments Scanned for upload to DropBox
\n\u2610Fulmer SPICES (Common Syndromes of the Elderly)
\n\u2610Katz Index of Independence in ADLs (activities of daily living)
\n\u2610Falls Efficacy Scale-International (FES-I)
\n\u2610Get Up and Go Test
\n\u2610Geriatric Depression Scale
\n\u2610Mini Mental Status Assessment<\/p>\n
Make sure that your paper includes summaries of all of the following information:<\/p>\n
\u2610Pertinent information from open-ended questions\/Data Collection Guide
\nPertinent information from general medical history
\n\u2610Situations, incidents or medical diagnoses that occurred throughout your lifespan and have
\nimpacted you throughout your life or have surfaced in your later years.
\n\u2610How the client\u2019s current living situation may actually or potentially jeopardize or impede
\nupon their right to social justice related to meeting their healthcare needs.
\n\u2610Your assessment findings and the value of the Fulmer SPICES
\n\u2610Your assessment findings and the value of the Katz Index of Independence in ADL\u2019s
\nassessment.
\n\u2610Your assessment findings and the value of the Falls Efficacy Scale-International (FES-I)
\n\u2610Your assessment findings and the value of the Get Up and Go Test
\n\u2610Your assessment findings and the value of the Geriatric Depression Scale
\n\u2610Your assessment findings and the value of the Mini Mental Status Assessment
\n\u2610Actual or potential risk to social justice issues related to healthcare needs with clear rationale.
\n\u2610The individual\u2019s potential or actual safety issues found using the Home Safety Checklist
\n\u2610The individual\u2019s functional strengths, limitations, and\/or potential risks and actual or
\npotential geriatric syndromes
\n\u2610Three nursing interventions with rationales:
\n\u2022\tBehavioral change techniques to promote health
\n\u2022\tIllness management.
\n\u2022\tSafety
\nSUBMISSION<\/p>\n
\u2610Please submit your typed assignment into the D2L Brightspace DropBox labeled
\nHealth History Wellness Assignment.
\n\u2610Scan and submit the assessment tools used during your visit, into the D2L Brightspace
\nDropbox labeled Health History Wellness Assignment.<\/p>\n
Rubric: Health History\/Wellness Assessment Geriatric In-Home Functional Assessment
\nContent\tExemplary\tProficient\tDeveloping\tUnacceptable\tComments\tPoints
\n6 \u2013 5.47\t5.46 \u2013 5.1\t5 – 4.68\t4.67 – 0
\nCompletion of Required Assessments<\/p>\n
Completes all assessments with accuracy.\t(5.46 pts) Completes 5 of 6 assessments with some difficulty.<\/p>\n
(5.1 pts) Completes 4 of 6 assessments with some difficulty.\t(5 pts) Completes 3 of 6 assessments with some difficulty.<\/p>\n
(4.84 pts) Completes 2 of 6 assessments with some difficulty.<\/p>\n
(4.68 pts) Completes 1 of 6 assessments with some difficulty.
\nTwo or more assessments are not accurately completed and\/or not completed at all.
\n5 \u2013 4.6\t4.59 – 4.25\t 4.24 \u2013 3.9 \t 3.89 – 0
\nInterpretation of
\nAssessment Data
\nIs able to thoroughly synthesize information gathered from all assessments.
\nIs able to synthesize assessment data with few gaps in information. \tMinimal synthesis of assessment data. Multiple gaps in information.\tIs unable to synthesize assessment data and\/or missing this portion of assignment.
\n6 \u2013 5.47\t5.46 \u2013 5.1\t5 – 4.68\t4.67 – 0
\nSummary of General Medical Data, Including health status across the lifespan
\nClearly identifies general medical data and situations, incidents that occurred throughout your lifespan and lifelong effects.\tIdentifies general medical data and situations, incidents that occurred throughout your lifespan but does not identify lifelong effects.\tMissing one component of medical data or situations, incidents that occurred throughout the lifespan.<\/p>\n
Does not address general medical data and\/or does not relate medical data to lifespan.
\nContent\tExemplary\tProficient\tDeveloping\tUnacceptable\tComments\tPoints
\n3 \u2013 2.76\t2.75 \u2013 2.55\t2.54 \u2013 2.34\t2.33 – 0
\nSocial justice issues
\nClearly describes actual or potential risk to social justice issues related to healthcare needs and provide a clear rationale.\tIncludes description of actual or potential risk to social justice related to healthcare needs and\/or does not provide clear rationale.<\/p>\n
Does not clearly describe actual or potential risk to social justice related to healthcare needs and\/or does not provide clear explanation.\tMinimal description of actual or potential risk to social justice related to healthcare needs and\/or does not provide clear explanation as to how. Or omits either component.
\n7O: Discuss common social justice issues as they relate to vulnerable individuals, families, and communities.
\n*This competency must be met to pass the course.
\n5 \u2013 4.6\t4.59 – 4.25\t 4.24 \u2013 3.9 \t 3.89 – 0
\nHome Safety Checklist
\nClearly evaluates home safety home safety and discusses the client\u2019s functional strengths limitations and potential risks, and actual or potential geriatric syndromes.\tEvaluates home safety home safety but minimally discuss the client\u2019s functional strengths limitations and potential risks, and
\nactual or potential geriatric syndromes.
\nEvaluates home safety but omits one or more of the following:
\nFunctional strengths limitations and potential risks, and
\nactual or potential geriatric syndromes.\tDoes not evaluate home safety and\/or omits one or more of the following:
\nfunctional strengths limitations and potential risks, and actual or potential geriatric syndromes.<\/p>\n
2\t–\t–\t0
\nEvidence-Based Support of Findings
\nSupports assessment findings utilizing evidenced-based resources (includes citations).<\/p>\n
N\/A
\nN\/A\tDoes not support ALL assessment findings utilizing evidenced-based resources.
\nContent\tExemplary\tProficient\tDeveloping\tUnacceptable\tComments\tPoints
\n6 \u2013 5.47\t5.46 \u2013 5.1\t5 – 4.68\t4.67 – 0
\nSynthesis-Interventions
\n(Interventions based on client assessment data.)
\nFormulates 3 clearly articulated and effective interventions + rationales that include:
\n-A behavioral
\nchange
\ntechnique
\n-Illness
\nmanagement
\n-Safety
\nFormulates 3 interventions + rationales that include:
\n-A behavioral
\nchange
\ntechnique
\n-Illness
\nmanagement
\n-Safety\tInterventions + rationales do not correlate with assessment findings.
\nOmits one or more interventions and\/or rationales and interventions do not correlate with client data.
\n3 \u2013 2.76\t2.75 \u2013 2.55\t2.54 \u2013 2.34\t2.33 – 0
\nOrganization of Content\tOrganization of content is clear, logical, and organized. Complete introduction, development, and conclusion of ideas.
\nNo more than 10 total pages in length (Including cover page & reference list).
\nContent is clear and organized. Minimal areas lack development or transition between ideas.\tMinimal organization. Lack of transition between ideas.\tContent only able to follow with effort. Ideas do not flow. Organization of content is disorganized.
\n4 \u2013 3.68\t3.67 – 3.4\t 3.39- 3.12\t3.11 – 0
\nAPA\/Mechanics\tPresentation has rare mechanical, grammatical, and APA errors.
\n(2 or less errors)\tPresentation has occasional mechanical, grammatical, and APA errors. Additional editing would have been helpful.
\n(3-4 errors)
\nPresentation needs improvement and attention to improve mechanical, grammatical, and\/or APA format.
\n(5-6 errors)\tPresentation has significant mechanical, grammatical, and\/or APA errors; risk for illegibility or plagiarism.
\n(> 6 errors)
\nMet\tNot Met\tMet\/Not Met
\nHealth Survey\/Interview
\nCompletes all components of assignment and meets required competencies. \tDoes not complete all components of assignment and\/or meet required competencies at Proficient level.<\/p>\n","protected":false},"excerpt":{"rendered":"
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